Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)

Divorce has become so prevalent in our present day society, that it is regarded as one of the most sressful and complex mental health crises facing children today. As parents are often under tremendous stress during the time of divorce, they may be incapable of provding the support and guidance children need. The purpose of this study is to present a group counselling intervention programme to assist children of divorce and to create a supportive group atmosphere in which children can share divorce-related feelings, clarify common misconceptions and reduce feelings of isolation. Findings of this study indicate that the acquisition of problem-solving communication and anger control skills help to reduce feelings of depression and anxiety, improve the self-concept and ultimately promote post-divorce adjustment. / Psychology of Education / M. Ed. (Guidance and Counselling)

In many South African communities, socially constructed masculinity norms that promote unequal gender relations and high risk sexual behaviour are key contributing factors to HIV transmission. Following a qualitative approach, using in-depth interviews, this study engaged graduates of the Tavern Intervention Programme (TIP) in Gauteng to explore and describe their perceptions of traditional and modern masculinities, as well as their experience of the TIP. The findings indicated that, while there are differences between traditional and modern men, several masculinity practices, such as unequal gender relations, inconsistent use of condoms, infrequent accessing of HIV testing opportunities and entitlement to multiple partners endure as potential barriers to HIV prevention. Additionally, peer groups reinforce and reward HIV risk behaviour among modern men. Participants did, however, report changes in perceptions and behaviour regarding gender relations and HIV prevention as a result of their participation in the TIP. This study concluded that the role the TIP played in providing these men with an environment where alternative masculinity behaviour could be explored and supported was of particular value in terms of changes in their perceptions of masculinities, gender relations and HIV prevention. / Sociology / M. A. (Social Behaviour Studies in HIV/AIDS)

Divorce has become so prevalent in our present day society, that it is regarded as one of the most sressful and complex mental health crises facing children today. As parents are often under tremendous stress during the time of divorce, they may be incapable of provding the support and guidance children need. The purpose of this study is to present a group counselling intervention programme to assist children of divorce and to create a supportive group atmosphere in which children can share divorce-related feelings, clarify common misconceptions and reduce feelings of isolation. Findings of this study indicate that the acquisition of problem-solving communication and anger control skills help to reduce feelings of depression and anxiety, improve the self-concept and ultimately promote post-divorce adjustment. / Psychology of Education / M. Ed. (Guidance and Counselling)

Text in Afrikaans / In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer. / This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas. / Psychology of Education / D. Ed. (Psychology of Education)